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Chester Township Public Schools
Social Studies
Social Studies - Sixth Grade

Ancient Era (1000 BCE - 300 CE)
Religion: Recognize
The learner will be able to recognize major religions of the Ancient Era and their contributions to civilization in the areas of architecture, literature, and the formulation of a system of law and the concept of justice. (6.1, 6.2, 6.4) Activities/Evaluation Identify the major religious architectural structures of the ancient world relating the building to the religious practices of the time. Define and discuss "Polytheism" as it existed in the ancient societies. Discuss the common themes of literature presented in ancient writings such as the theme of suffering presented in the Babylonian Epic of a Righteous Suffer and the Hebrew Book of Job. Discuss how religion was reflected in the lives of the ancient peoples.
Strand Bloom's Scope Source Activities
Religion Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Religion: Judaism/Understand
The learner will be able to demonstrate an understanding of Judaism as a major religion that has influenced the concept of law and justice. (6.1, 6.3) Activities/Evaluation Discuss Ur, an ancient city of Mesopotamia, as the birthplace of Abraham. Discuss the Babylonia Capitivity and its influence in the writing of ancient texts. Discuss the term "monotheism" as it applies to Judaism and contrasted with the "polytheism" of most ancient religions.
Strand Bloom's Scope Source Activities
Religion Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Religion: Buddhism/Understand
The learner will be able to demonstrate an understanding of Buddhism as a major religion that originated in tradition of Hinduism and has had a major impact on the world. (6.3, 6.2) Activities/Evaluation Write a brief biography of Buddha. Discuss Buddhism's impact on India,China and the Southeastern Asia.
Strand Bloom's Scope Source Activities
Religion Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Greek Civilizations: Alexander the Great
The learner will be able to identify Alexander the Great as a significant king of the Greek city-state of Macedonia who invaded Greece,conquered all the city-states and united them under his rule. (6.2) Activities/Evaluation Discuss the life of Alexander the Great and draw a lifeline that depicts significant events in his life. List the contributions and changes that were brought about due to the life of Alexander the Great.
Strand Bloom's Scope Source Activities
Greek Civilizations Knowledge Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Greek Civilizations: Structure/Political
The learner will be able to demonstrate an understanding of Greek city-states' political structure focusing on the differences between Sparta and Athens, the accomplishments of Pericles, and the Trial of Socrates. (6.1, 6.2) Activities/Evaluation Discuss the differences between the city-states of Athens and Sparta. Write a brief biography of Pericles. Collect a portfolio focused on the Greeks.
Strand Bloom's Scope Source Activities
Greek Civilizations Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Greek Civilizations: Structure/Social
The learner will be able to demonstrate an understanding of Greek city-states' social structure. (6.3, 6.4) Activities/Evaluation Discuss the class structure in various city-states and the values that this structure reflects. Create a poster that depicts the social structure in Athens and Sparta. Write a brief essay that compares the social structure of Athens to the social structure in the United States.
Strand Bloom's Scope Source Activities
Greek Civilizations Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Greek Civilizations: Athens/Politics
The learner will be able to demonstrate an understanding of the political organization of Athenian society. (6.3) Activities/Evaluation Discuss Athens as the birthplace of democracy and participatory government and list the ways in which Athens falls short of an ideal democracy. Create a poster that depicts the political power structure in Athens.
Strand Bloom's Scope Source Activities
Greek Civilizations Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Greek Civilizations: Government Systems
The learner will be able to examine the advantages and disadvantages of systems of government in the Greek city-states. (6.1, 6.3) Activites/Evaluation Discuss the advantages and disadvantages of government in the Greek city-states. Develop a list of advantages of the government in the Greek city-states and prioritize the list. Create a list of disadvantages in the Greek city-states and prioritize the list. Add a section on advantages and disadvantages of systems of government in the Greek city-states in the student's portfolio on Greece.
Strand Bloom's Scope Source Activities
Greek Civilizations Analysis Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Roman Empire: "Silk Roads"/Com
The learner will be able to understand the commercial importance of the trans-Eurasian "silk roads" to the Roman Empire connecting Rome and China in an economic trade route. (6.2, 6.6) Activities/Evaluation Create a poster that depicts the trade routes between China and Europe. Discuss why silk would be in demand in Rome.
Strand Bloom's Scope Source Activities
Roman Empire Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Roman Empire: "Silk Roads"/Cul
The learner will be able to understand the cultural importance of the trans-Eurasian "silk roads" to the Roman Empire. (6.2) Activities/Evaluation Discuss the impact that Chinese silk had on the Roman society. Create a list of reasons why the culture of China spread to other parts of the world.
Strand Bloom's Scope Source Activities
Roman Empire Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Roman Empire: Republic to Empire
The learner will be able to examine the reasons for Rome's transformation from Republic to Empire tracing the historical development of Rome. (6.2, 6.3) Activities/Evaluation Develop a timeline that depicts significant events in the development of Rome and the Roman Empire. Discuss the conflict between Rome and Carthage and the resulting Punic Wars. Identify key figures in Roman history such as Julius Caesar, Caesar Augustus, Nero and Justinian. Discuss the separation of Rome into East and West. Discuss the Fall of Rome and its impact on Europe.
Strand Bloom's Scope Source Activities
Roman Empire Analysis Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Chinese Dynasties: Unification
The learner will be able to demonstrate knowledge of how China became unified under the early imperial dynasties with particular emphasis on the First Emperor of China Chen -Shi Huang Di. (6.2) Activities/Evaluation Discuss how Shi Huang Di unified China after the Period of the Warring States. Discuss the contribution of Shi Huang Di making particular note of the Terra Cotta Soldiers.
Strand Bloom's Scope Source Activities
Chinese Dynasties Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Persian Empire: Cyrus the Great
The learner will be able to identify Cyrus the Great as a significant Persian king. (6.2) Activities/Evaluation Write a brief biography of Cyrus the Great emphasizing his greatest accomplishments. Draw a map of the Persian Empire at the time of Cyrus the Great.
Strand Bloom's Scope Source Activities
Persian Empire Knowledge Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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India: Mauryan Empire/Religious
The learner will be able to demonstrate knowledge of religious developments in India during the Gangetic states and the Mauryan Empire with a specific emphasis on Hinduism and the people of India. (6.2) Activities/Evaluation Trace the development of Hinduism and its influence in India. Develop a portfolio featuring Hinduism and India.
Strand Bloom's Scope Source Activities
India Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Medieval Times
The learner will be able to discuss Medieval Times as a period of time that separates the Fall of the Roman Empire and the formulation of Modern Europe paying particular attention to feudalism, the manors, class structure, literature, chivalry, and the major personalities that shaped Europe. (6.2, 6.8) Activities/Evaluation Discuss the basic characteristics of Medieval life and design a model of a castle. Read excepts of Medieval literature and discuss how literature reflects life. List the contributions that Medieval times made to literature and legend. Discuss the contributions of Islam in shaping Medieval times. Discuss the spread of Islam. Write a biography of the major personalities and heros of Medieval times. Discuss the contributions of Charlemagne as a person who united Europe and the efforts of his grandsons who divided it.
Strand Bloom's Scope Source Activities
African Societies Comprehension Master Chester Township Public Schools(a) Classroom
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Civics and Government
Government: Define
The learner will be able to provide a definition for the term "government" and apply this term to the ancient civilization. (6.1) Activities/Evaluation Discuss and define government. Make a list of the characteristics associated with the term "government." Compare and contrast the ancient forms of government noting the concept of the emergence of law and organization.
Strand Bloom's Scope Source Activities
Government Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Principles: Understand Process
The learner will be able to understand the democratic process as an emerging concept with specific focus on the Greek contribution. (6.1) Activities/Evaluation Discuss and define democratic process. List the contributions that the Greeks made to the concept of democratic process.
Strand Bloom's Scope Source Activities
Democratic Principles Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Constitution: Purposes/Different
The learner will be able to describe the different purposes constitutions serve emphasizing the contributions and influences that the Greeks and Romans had on the development of our Constitution. (6.1) Activities/Evaluation Discuss the ancient contributions to the development of the idea of a Constitution. List the ideas from Roman government that were Incorporated into our Constitution.
Strand Bloom's Scope Source Activities
Constitution Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Necessity: Arguments/Describe
The learner will be able to describe key arguments on the necessity of government and apply these arguments in an analysis of ancient governments. (6.1) Activities/Evaluation Discuss why government is necessary. List the human achievements that were made possible by government. Debate the necessity of government.
Strand Bloom's Scope Source Activities
Government: Necessity Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Cultural Perspective
Diversity: Culture/Common Factors
The learner will be able to recognize common factors among different cultures in the ancient world. (6.2) Activities/Evaluation Discuss, compare and contrast the various ways that different cultures exhibit common factors. Create a poster that depicts common factors among different ancient cultures.
Strand Bloom's Scope Source Activities
Diversity Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Art: Reflection
The learner will be able to understand how art reflects the culture and values of a group of people beginning with the Cave Paintings at Lascaux and continuing to the Renaissance. (6.2) Activities/Evaluation Develop a portfolio that focuses on the development of art. Discuss the importance of art in ancient culture. Compare and contrast art in ancient culture to art in our modern culture.
Strand Bloom's Scope Source Activities
Fine Arts Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Literature: Greek Mythology/Non-human
The learner will be able to demonstrate an understanding that gods and goddesses in Greek mythology and the role that these gods and goddesses played in literature and culture. (6.2) Activities/Evaluation Develop a portfolio of Greek Myths. Discuss the influence of Greek mythology on architecture and the development of temples.
Strand Bloom's Scope Source Activities
Humanities Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Literature: Greek Mythology/Interaction
The learner will be able to demonstrate an understanding of the interactions between gods/goddesses and humans in Greek mythology. (6.2) Activities/evaluations Create a portfolio that depicts the adventures of the Greek gods and their interactions with people. Discuss the contributions of the Greek mythology on the development of literature.
Strand Bloom's Scope Source Activities
Humanities Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Renaissance
The learner will be able to discuss the contribution that the Renaissance made in the area of science, literature, art and exploration. (6.5, 6.8) Activities/Evaluation Define "Renaissance." Discuss the conflict that existed between the various families of Italy. Discuss the great artists of the Renaissance and create a portfolio of their works. Discuss how the Renaissance ushered in the age of exploration. Write a biography of one of the great explores. Discuss the contribution of the printing press. Discuss and identify the factors preceded the Protestant Revolution.
Strand Bloom's Scope Source Activities
Fine Arts Comprehension Master Chester Township Public Schools(a) Classroom
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People Need People: Holocaust
The learner will be able to discuss the concept that prejudice hurts each of us as individuals and weakens the group as a whole. (6.2, 6.3) Activities/Evaluation Discuss the ancient roots of prejudice and identify specific attempts at genocide. Discuss the term "antisemitism." Trace the history of antisemitism is the ancient world. Discuss and list the reasons people choose to think and act in caring or hurtful ways.
Strand Bloom's Scope Source Activities
Diversity Comprehension Master Chester Township Public Schools(a) Classroom
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Early Common Era (300 - 1450)
Roman Empire: Decline
The learner will be able to demonstrate knowledge of the decline of the Roman Empire. (6.2) Activities/Evaluation List the reasons for the Fall of the Roman Empire. Discuss how a nation as powerful as Rome could be destroyed. Examine the question as to whether the Roman Empire could have prevented its decline.
Strand Bloom's Scope Source Activities
Roman Empire Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Religion: Buddhism/Southeast Asia
The learner will be able to demonstrate knowledge of the growth of Buddhism in Southeast Asia during the first millenium CE. (6.2) Activities/Evaluation Draw a map that depicts the spread and growth of Buddhism during the first millenium.
Strand Bloom's Scope Source Activities
Religion Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Religion: Hinduism/Growth
The learner will be able to demonstrate knowledge of the growth of Hinduism in Southeast Asia during the first millenium CE. (6.2) Activities/Evaluation Draw a chart that depicts the growth of Hinduism over time. Construct a poster that depicts India's close connection with Hinduism by comparing the concentration of various religions in India.
Strand Bloom's Scope Source Activities
Religion Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Gupta Empire: Accomplishments/Math
The learner will be able to understand Gupta accomplishments in mathematics, literature, science and art. (6.5) Activities/Evaluation List the contribution that the people of India gave to the world during the Gupta period. Determine the origin of zero. Create a poster featuring the contributions of Indian culture.
Strand Bloom's Scope Source Activities
Gupta Empire Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Persian Empire: Political/Knowledge
The learner will be able to demonstrate knowledge of the political problems facing the Sassanid Empire in the 7th century noting that the Arab nations were taking a key role in the preservation of knowledge and culture. (6.2) Activities/Evaluation List the cultural and educational contributions of the Arab world after the Fall of Rome and into the Middle Ages.
Strand Bloom's Scope Source Activities
Persian Empires Comprehension Master Tudor Foundation Core Curriculum, September 1998, Sixth Grade Classroom
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Songhay Empire: Expansion/Agriculture
The learner will be able to determine the role of agriculture in the expansion of the Songhay Empire and compare this role to the role of agriculture in Mesopotamia and Egypt. (6.3, 6.5) Activities/Evaluation Write a brief essay comparing and contrasting the agricultural development of China with the Mesopotamia or Egypt. Draw a diagram of a Chinese farm of the Songhay Empire.
Strand Bloom's Scope Source Activities
Songhay Empire Analysis Master Tudor Foundation Core Curriculum, Septem